ELA6+Folklore

toc =**Topic**= Students explore myths and legends from a variety of sources: ancient Greek or Roman civilizations; Russian history; Viking, Eskimo, or Latin American cultures; or other cultures of the students' choice. In addition, students read informational text, listen to music, and examine art from the myth's or legend's country of origin. Class discussions focus on the fact that folklore provides a limited view of a culture and that it's important to research the country before making sweeping generalizations about it. The goal of this unit is not only for students to find commonalities across the genre, but to discover countries and cultures other than our own. The culminating project is an informative/explanatory essay in response to the essential question.
 * Myths, Legends, and Folklore **

=**Common Core Standards**= Students will:
 * RL.6.3**: Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
 * RI.6.4**: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
 * W.6.3:** Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
 * W.6.7:** Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
 * SL.6.1:** Engage effectively in a range of collaborative discussions, (one-on-one, in groups, and teacher-led) on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.
 * SL.6.1c:** Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
 * SL.6.1d:** Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
 * L.6.4:** Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.
 * L.6.4.a:** Use context (e.g. the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.
 * L.6.4b:** Use common, grade-appropriate Greek or Latin affixes and root as clues to the meaning of a word (e.g. audience, auditory, audible)

=Suggested Student Objectives= //**SWBAT:**//
 * Define culture, etymology, folklore, folk tale, legend, myth, and oral tradition;
 * Read, compare, and contrast myths, legends, and tall and pourquoi tales from a variety of countries/cultures;
 * Compare and contrast one author's presentation of events with that of another;
 * Compose your own myth, legend, tall tale, or pourquoi tale, exhibiting the form's essential characteristics;
 * Compare/contrast the reading of a story (e.g., one of the Just So Stories (Rudyard Kipling) /The Lightning Thief: Percy Jackson and the Olympians: Book 1 (Rick Riordan and Jesse Bernstein);
 * Conduct research on a country of choice and compare what you learn with what the country's folklore teaches you about that country's culture.

//**SWBAT:**//
 * Grammar and punctuation**
 * identify all types of verbs
 * form verb tenses in written work

= Terminology/ Academic Vocabulary =


 * Terminology/ Academic Vocabulary ||
 * Domain specific ||
 * Unit Specific ||
 * Imagery ||
 * Legend ||
 * Mythology ||
 * Culture ||
 * Genre ||
 * Flashback ||
 * Mood ||
 * Plot ||

=**Required Readings**=

__**UNIT 2A Myths and Legends**__
 * [[file:Myths -Why study greek mythology.docx|I. Meeting- Across the Ages; Why Should we Study Greek Mythology?]]**


 * II. Myth; Wings by Jane Yolen**
 * [[file:Myths - Wings.docx|Myths- Wings]]**
 * [[file:Wings - Strange Yet Familiar.docx|Strange Yet Familiar]]**


 * [[file:The Myth of the Minotaur.docx|III. The Myth of the Minotaur Poem]]**


 * [[file:arachne.pdf|IV. Arachne]]**


 * [[file:Athene and ArachneStudy GuideQues.doc|V. "Athene and Arachne" A Greek Myth]]**


 * VI. Informational; Spooky Spiders PowerPoint; note taking, spider web organizer, expository writing**
 * [[file:Spider_Map.pdf|Spider Map]]**
 * [[file:Spooky Spiders.ppt|Spooky Spiders]]**


 * VII. Ceres and Proserpina**
 * [[file:Activities for Ceres and proserpina.pdf|Activities for Ceres and Proserpina]]**
 * [[file:The story of CERES AND PROSERPINA.docx|The Story of Ceres and Proserpina]]**
 * [[file:Ceres and Proserpina.pptx|Ceres and Proserpina]]**


 * [[file:the trojan horse.pdf|VIII. The Trojan Horse]]**
 * IX. Writing Myths and Legends; Plot your own story.**


 * X. Characteristics of Legends**


 * XI. The Man- Facts, Fiction and Themes (John Henry)**
 * [[file:Legends - John Henry.docx|Legends-John Henry]]**
 * [[file:JohnHenry_Guide.pdf|John Henry Guide]]**
 * [[file:John Henry response to literature.docx|John Henry Response to Literature]]**
 * [[file:John Henry Overview with activities.pdf|John Henry Overview]]**


 * [[file:JOHN HENRY the story.docx|XII. John Henry (The Story)]]**


 * [[file:Leyanda by Pat Mora.docx|XIII Leyenda Poem]]**

__**UNIT 2B Fairytales and Folktales**__
 * [[file:turrialba.pdf|XIV. The Legend of Turrialba (I)]]**
 * [[file:elementsfairytale.pdf|I. Elements Found in Fairytales]]**


 * [[file:Mufaro's Beautiful Daughters guide.docx|II. Mufaro's Beautiful Daughters]]**


 * III. Yeh-Shen, A Cinderella Story**
 * [[file:book_yehshe_upperelem.pdf|Yeh-Shen]]**
 * [[file:Comparing and Contrasting Cinderalla stories.pdf|Comparing and Contrasting Cinderella]]**
 * [[file:cinderella_venn.pdf|Cinderella Venn Diagram]]**


 * [[file:picture writing.pdf|IV. Write Stories Using Pictures]]**
 * [[file:graphicorganizers.pdf|V. Common Core Graphic Organizers for Fictional Stories]]**

=**Resource Links**=
 * Twelfth Song of Thunder poem (Google)
 * Oseberg - Viking Ship Burial in Norway or Enigmatic Remains in the Oseberg Viking Ship Burial or Images for Oseberg Burial Ship (Google)
 * Excerpt from Chapter 1 of The Lightning Thief: Percy Jackson and the Olympians: Book 1(m.rickriordan.com/media/audio)
 * Just So Stories by Rudyard Kipling (printed and audio stories on YouTube)
 * Plot Diagram (www.readwritethink.org)
 * The Big Bad Wolf: Analyzing Point of View in Texts (www.readwritethink.org)

=**Activities**=
 * (R) will indicate those activities that are required in ELA. (R*) Required Assessment for ELA, also listed in the Assessment section. (E) will indicate an optional Enrichment project. **
 * **(R)** **Talking Eggs by Robert D. San Souci** - read to the class in order to review the elements of folktales, discuss folklore in general, and describe what he/she will expect from you in journal entries this year. **(RL.5.1, SL.5.1,SL.5.3, W.5.4, W.5.8)**


 * **(R) Graphic Organizer** - As you read a variety of myths and legends, keep track of the following information in your journal. Characters, Country of origin, Problem (that can be solved), Setting,Title, Hero (who comes to solve the problem or explain the mystery), Ending and Characteristics unique to this country's folklore. **(RL.6.1, RL.6.2, RL.6.3)**


 * **(R) Class Discussion** - be prepared to compare and contrast two or more characters, settings, or events across stories, drawing on specific information from the stories that you and your classmates read. **(SL.6.1, RL.6.2, RL.6.3)**


 * **(R*) Class Discussion/Venn Diagram** - What are the similarites and differences you notice among myths, legends, and tall tales? Teachers may ask you to write your own responses in your journal and share them with a partner before class discussion. After class discussion, create a Venn diagram in your journal that outlines the similarities and differences among three of the types of folklore. **(SL.6.1, RL.6.9)**


 * **(E)** **Write your own myth or legend**. As discussed in class, myths, and legends were written to explain natural phenomena (often before scientific explanations were found). Follow the typical pattern (as in the following list), but also build on your own insights from the graphic organizer in the first activity. Explanation of the setting, the problem, the failure to solve the problem, the main character comes along, he/she has a plan, the solution is found, and conclusion (usually a happy ending). Your well-developed myth or legend should clearly and logically include the characteristics of myths and legends (cited in the preceding list). Edit your writing for pronoun shifts and vagueness. **(W.6.3, W.6.4, W.6.5, L.6.1, L.6.2a,b)**


 * **Literature Response/Media Appreciation** - How is listening to The Lightning Thief: Percy Jackson and the Olympians Book 1 - excerpt from Chapter 1 - as an audiobook similar to or different from any book (or this book)? Which do you prefer? Why? Your teacher may ask you to write your own responses in your journal and share them with a partner before class discussion. **(RL.6.7)**


 * **Word Study** - Keep an index card file of words studied while reading various myths, legends, tall tales, or pourquoi tales. Keeping the words on index cards will help you when we sort words by prefix, suffix, root words, meaning, spelling feature, and so on. Did you find words you recognize that are from the country/culture of the folklore read? How can word origins - etymology - affect our understanding of the words? (Note: this will be an ongoing activity all year long.) **(L.6.4a,b, RI.6.4)**


 * **(R*) Informative/Explanatory Writing and Multimedia Presentation** - After reading folklore from a particular country, choose an informational text about the country/culture of origin to read. Talk with partner about why it would be good to know more about the country or culture. Collaboratively formulate two to three questions to guide your research. Plan how you will conduct your research. Communicate your findings in an informative/explanatory essay in response to the essential question: **How is folklore simultaneously revealing and limiting?** Your writing should include at least two supporting details from each text. Edit your writing for pronoun shifts and vagueness. Your teacher may ask you to include relevant visuals found on the Internet. Your teacher may give you the option of adding a multimedia component to your research report, either by creating a digital slide presentation or by reading your essay set to music and images from your country of choice. Present to the class. **(RI.6.2, RI.6.4, W.6.2, W.6.4, W.6.7, W.9a,b, L.6.1, L.6.2a,b)**


 * **(R*) Literature Response** - Outline how the plot of a myth, legend, or tall tale of choice unfolds in a series of episodes by creating a comic strip of key events. Be sure to include the characters and how they respond or change as the plot moves toward resolution. Make note of the page numbers to which each box refers so you can go back and cite the text during class discussion, if needed. **(RL.6.3)**


 * **(R) Grammar and Usage** - You will teach mini-lessons on the individual language standards - vague sentences to specific sentences and punctuation. For example, he/she will give some examples of sentences with vague references, and as a class, you will make them specific. **Ex. This is difficult when you are just beginning to learn it = Spanish is difficult when you are just beginning to learn it. Those are the best. = Ripe bananas are the best.** Make sure the sentence is clear and specific when it comes to using //**this, that, these, and those. (L.6.1d)**//


 * **(R) Grammar/Mechanics Wall** - As a class, continue adding to the Mechanics/Grammar bulletin board started in Unit One. Remember once skills are taught in a mini-lesson and listed on the bulletin board, you are expected to edit your work for these elements before publication. **(L.6.1, L.6.2, L.6.3)**


 * **(R) Vocabulary/Word Wall** - As a class, continue adding to the Vocabulary Word Wall bulletin board where, throughout the year, you will add and sort words as you learn them in each unity of study. **(L.6.4)**

=Assessments=
 * Multimedia Presentation (stated above)
 * Class Discussion/Venn Diagram
 * Literature Response

=BACK to ELA 6=